Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 13 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 13 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

1. WEEK 13 Monday, December 2nd 2024 CLASS 5A, 5B, 5C Unit 7: Our favourite school activities Lesson 3 (4, 5, 6) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read a text and show understanding of the text by circling the correct options to complete the sentences provided. - write a brief paragraph consisting of about 30 words about your favourite school activities and why their brother / sister / friend likes them with the help of guiding questions and a writing frame. - present to the class a report of a survey on pupils’ favourite school activities. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform reading and writing tasks. 3. Attitude/ Qualities: - Show their pride in their school and show their interest in their favorite school activities. * Candidate sts: Repeat the words and model sentences II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 113, 114; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 55, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Game: Rock, paper, scissors * Aims: to create a friendly and active atmosphere in the class to beginning the lesson. * Procedure: - Ask ss to play Rock, paper, scissors review the words: do projects, solve math problem, - Ss listen
2. play games, read stories, useful, interesting, fun, good for group work - Ask ss to show the sign of Rock, paper, - Ss play game scissors to show the answers they choose. - Say “Open your book page 55” and look at “Unit 7, Lesson 3 (4,5,6)”. - Ss open their books 2. Practice Activity 1. Read and circle: * Aims: Ss will be able to read a text and show understanding of the text by circling the correct options to complete the sentences provided. * Procedure: - Explain that Ss should read the paragraph and circle the correct options to complete the - Ss pay attention and read the sentences provided. paragraph - Model number 1, have ss read the Sentence - Ss look at the incomplete 1; then scan the paragraph above quickly to sentences and answer options. find the correct person (Linh). - Set a time limit for ss to do the rest of the -Ss read the text again and circle task independently. the correct answers. - Get ss to swap books with a partner and check their answers before checking as a - Ss swap books and check their class. answers before checking as a - Invite two ss to take turns asking and class. answering why Linh, Minh, Lucy and Bill like - Two Ss take turns to practise these school activities, Ex: Why does Linh asking and answering. like singing? - Because she wants to be a singer in the future. Key: 1. c 2. b 3. a 4. c 3. Production Activity 2. Let’s write * Aims: Ss will be able to write a brief paragraph consisting of about 30 words about favourite school activities and why their brother / sister / friend likes them, with the help of guiding questions and a writing frame.
3. * Procedure: - Explain that ss should read the guiding questions and complete the writing frame - Ss listen to the teacher with their personal information - Model the first gap. Have ss read the first sentence in the frame and remind them of the - Ss complete the first gap question words in the first question before completing the sentence. - Give Ss time to do the writing task independently. - Ss complete the sentences - Get Ss to swap their books with a partner and check each other’s spelling - Ss swap their and check before checking as a class. Key: Pupil’s answer Ex: My sister’s favourite school activities My sister’s favourite school activity is solving maths problems. She likes it because she thinks it’s interesting, and she wants to teach maths in the future. She doesn’t like singing because she thinks she does not have a good voice. Activity 3. Project. * Aims: Ss will be able to present to the class a report of a survey on pupils’ favourite school activities * Procedure: - Check ss’ survey results. - Invite a student to report his / her survey - Ss listen to the teacher results with your help. - Have ss work in groups to report their own - Ss work in groups, report their results. survey to their friends in groups. - Invite a few groups to report their survey - Ss report their survey in front of results in front of the class. Praise them when the class.
4. they do a good job. 4. Fun corner and wrap- up Game: Number race - Divide the class into three groups. Each - Ss listen to the teacher group has ten ss. - Give each student in one group a number so - Ss play the game that each group has equal numbers. - Ask the questions, Ex: What’s your sister’s favorite school activity? / Why does she like it?, and allow time for ss to think. Then call out a number, have ss with that number from each group stand up and shout out the answers, ex: My sister’s favourite activity is doing projects. Praise and give points for the groups. - Ss congratulate the winner - The group with more points wins the game. Wednesday, December 4th 2024 CLASS 5A, 5B, 5C Unit 8: In our classroom Lesson 1 (1, 2, 3) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about school things and their locations. - correctly say the words and use Where are the ______? – They’re _____. to ask and answer questions about the locations of school things. - use Where are the _____? understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about the locations of school things. - Vocabulary: beside, under, above, in front of, board, bookcase - Structures: A: Where are the maps? B: They’re beside the board. - Skills: speaking and listening 2. Competences:
5. - Critical thinking and creativity: learn how to ask and answer questions about the locations of school things correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. 3. Attitude/ Qualities: - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things * Candidate sts: Listen and realize the pictures II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 115, 116, 117, audio Tracks 76, 77; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 56, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: Game: Guessing game * Aims: to revise the vocabulary about school things and things around them. * Procedure: - T introduces and explains the game. - Ss listen and pay attention - How to play: + T will show some pictures which is hidden about different activities. - Ss listen to the teacher + Ss look at the pictures in the screen. + Ss tell what someone is doing. - Ss play the game - T models. (notebook) . - Ss play the game. - T gives feedback. - Ss listen and open their books - Say “Open your book page 56” and look at “Unit 8, Lesson 1 (1,2,3)”. 2. Presentation Activity 1. Vocabulary * Aims: Ss will be able to know the vocabulary in the new lesson. * Procedure: -T elicits the new words - Ss listen and answer + beside : bên cạnh (explain)
6. + under : phía dưới (picture) + above : phía trên (picture) + in front of : phía trước (explain) + board : bảng đen (realia) + bookcase: kệ sách (realia) - T models (3 times). - - Ss listen and repeat - T writes the words on the board. + Choral repetition (3 times). - Checking: Matching + Individual repetition (3 ss) Activity 2. Look, listen and repeat: - Ss take note *Aims: Ss will be able to understand and - Ss look and match correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about school things and their locations. * Procedure: - Have Ss look at Pictures a and b and - Look at the pictures and say. identify the characters and what they can + In picture a: see in the pictures. Miss Hoa: Class, what are these? + Who is he/ she? Class: They are maps + Where is he/ she? Miss Hoa: Well done. + What does Miss Hoa ask? + In picture b: Miss Hoa: Where are the maps? Boy: They’re beside the board. Miss Hoa: That’s right. - Play the audio twice (sentence by - Ss listen and repeat in chorus sentence). Correct their pronunciation (twice) where necessary. - Have Ss to practice the dialogue - Ss work in pairs to practice - T invites a few pairs to the front of the - Ss come to the front of the class to practice. classroom to practice. - T checks pronunciation for ss. - Ss listen Activity 3 Listen, point and say * Aims: Ss will be able to correctly say the words above, beside, in front of, under and use Where are the ______? - They’re
7. _____. to ask and answer questions about the locations of school things. * Procedure: * Structures: - T asks Ss look at picture b in activity 1 - Ss look at the picture and answer. and helps Ss know the structure from the dialogue. - T introduces new structures for Ss. - Ss listen - T explains, models and gives meaning. - Ss listen and repeat - Have Ss repeat the structures - Ss repeat to the structures A: Where are the maps? B: They’re beside the board. 3. Practice * Drill pictures - Have Ss look at the pictures and identify - Ss look, listen and repeat the locations of the school things. +Picture a: five pencils beside the book + Picture b: two erasers under the desk + Picture c: two pictures above the window + Picture d: two pens in front of the clock - Tell Ss in the answer, the + things - Ss listen to the teacher - Have Ss point at pictures, listen and run - Ss point at pictures, listen and through all the pictures. repeat - Have Ss point at the bubbles, listen and - Ss point at the bubbles, listen and run through model sentences. repeat - Have Ss to practise: - Ss practice in chorus + T asks the first picture, Ss answer + Ss asks the second picture, T answers - Ss practice in chorus + Group A asks the third picture, group B answers + Group B asks the last picture, group A
8. - Ask Ss to work in pairs to practise asking - Ss work in pairs to practise asking and answering the Where are the ______? and answering the question - They’re _____. - T controls and corrects. - Pairs of Ss point at the pictures and - Invite a few pairs to point at the pictures say in front of the class and say the questions and answers in front of the class. 4. Production Activity 4. Let’s talk * Aims: Ss will be able to use Where are the _____? – They’re _____. in a freer context * Procedure: - Ask Ss to look at the pictures and elicit - Ss look at the picture and say the context - Point at the first building and elicit the - Ss look at the first building and question in the first speech bubble Where elicit the missing words and say the are the ____? and the answer in the completed sentences. second speech They’re __. as an example. - Give Ss time to work in pairs and take - Ss role-play to practise asking and turns pointing at each picture to ask and answering questions answer using Where are the _? They’re __ - Invite a few pairs to come to the front of - Ss practise asking and answering the classroom and act out the exchanges. questions in front of the class. 5. Fun corner and wrap- up Game: Musical cards - Stick the cards on the board. Ask ss to say the words related to the cards. -Ss listen to the teacher - Hand out the cards to different ss around the class. -Ss play the game - Play the song and ask ss to pass the cards to the ss next to them while the music is playing.
9. - Stop the music suddenly. Invite a student to ask the question “Where are the pens?”. Ask the student who is holding the card to answer the question, ex: It’s in front of the clock. - Ss continute to play the game - Play the music again and repeat the activity. Thursday, December 5th 2024 Unit 8: In our classroom Lesson 1 (4, 5, 6) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand four communicative contexts in which characters ask and answer about the locations of school things and tick or cross the pictures. - complete four gapped exchanges with the help of the picture cues. - sing the song Where are they? with the correct pronunciation, rhythm and melody. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. 3. Attitude/ Qualities: - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 118, 119; audio Tracks 78, 79; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 57, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: Game: Memory Game * Aims: to revise the learned words * Procedure: - Show a picture on the board.
10. - Ss have to look at the picture and try - Ss listen to the teacher to remember the position of things in 15 seconds. - Ss play the game - Put the picture away. Show a question with 03 answer options A, B and C. ss have to choose the correct answer based - Ss read the words on what they can remember and call it out. Ex: A. The three books are beside the bag. - Give one score to the student with the correct answer. - Say “Open your book page 57” and - Ss open their books look at “Unit 8, Lesson 1 (4,5,6)”. 2. Practice Activity 1. Listen and tick or cross: * Aims: Ss will be able to listen to and understand four communicative contexts in which characters ask and answer about the locations of school things, and tick or cross the pictures. * Procedure: - Draw Ss’ attention to the pictures and - Look at the pictures and say: elicit the names of the school things and + Picture 1: two rulers beside a their locations notebook + Picture 2: three school bags on a table + Picture 3: two pictures above a window + Picture 4: two pencils in a desk - T ask Ss to guess the answers. - Ss guess the answers + T writes Ss’guessing on the board. - Listen to the tape: - Ss listen to the tape + Play the recording
11. + Play the recording again for pupils to - Ss listen again and do the task. do the task. + Play the recording a third time for - Ss listen and check their answers pupils to check their answers. - Get Ss to swap books with their - Ss swap books with their partner, then partner, then check answers as a class. check answers as a class and guessing + Write the answers on the board for Ss - Ss check again to correct their answers. Then checks Ss’ guessing. - If time allows, play the recording, - Ss listen and repeat sentence by sentence, for Ss to listen and repeat individually and in chorus Key: 1. v 2. x 3.v 4.x Activity 2. Read and complete *Aims: Ss will be able to complete four gapped exchanges with the help of picture cues. * Procedure: - Have Ss look at the pictures and - Ss look at the picture and say identify the locations of the school things in the pictures. - Model the first sentence: have Ss read - Ss follow the teacher the question and ask what words are missing (beside) - Give Ss a time limit to read the gapped - Ss do the task independently. dialogues, look at the pictures and do the task independently.
12. - Get Ss to swap books with a partner - Ss swap books with a partner and and check their answers before checking check their answers. as a class. + Invite one student to write the answers - Ss write the answers on the board on the board. - Invite two pairs of Ss to act out the - Pairs of Ss read the completed completed dialogues. dialogues aloud Key: 1. beside, 2. are; the pencil case, 3. erasers; under, 4. Where; above Activity 3. Let’s sing * Aims: Ss will be able to sing the song Where are they? with the correct pronunciation, rhythm and melody. * Procedure: - Draw ss’ attention to the title and - Ss pay attention to the title and lyrics lyrics of the song. of the song. - Play the recording all the way through - Ss listen to the whole song. for ss to listen to the whole song. - Play the recording again, line by line, - Ss listen and repeat line by line for ss to listen and repeat. - Play the recording all the way through - Ss listen to the recording all the way for ss to sing along. through and sing along. - Play the recording again for ss to sing - Ss listen again to sing and clap along. and clap along with the recording. - Invite some groups to the front of the - Some groups come to the front of the class to perform while the rest of the class to perform class sings and / or claps along. 3. Fun corner and wrap- up Game: Angry birds
13. - Divide the class into 2 groups: Boys and Girls. -Ss listen to the teacher - Have Ss take turns choosing the numbers, then look at the picture and answer the questions. Ex: Picture of two books on the desk. Teacher asks “Where are the books? - Ss play the game. Ss answer “They’re on the desk.” - Have ss look at the pictures and answer the questions. - The group with more points wins. Unit 8: In our classroom Lesson 2 (1, 2, 3) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about possession. - correctly use Whose __ is this? - It’s ___. to ask and answer questions about possession. - use Is this your ___? - ____. and Whose ___ is this? – It’s ___. in a freer context. - Vocabulary: glue stick, crayon, set square, pencil sharpener - Structures: A: Whose crayon is this? B: It’s Linh’s. - Skills: speaking and listening 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform pronunciation and speaking tasks. 3. Attitude/ Qualities: - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 120, 121, audio Tracks 80, 81; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 58, notebooks, workbooks, school things.
14. III. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Game: Who’s faster? *Aims: to revise the structures Where are the __? - They’re___. to ask and answer questions about the locations of school things. * Procedure: - Explain how the game is played - Write a word on the board (ex: beside, -Ss listen and pay attention under, above, in front of) and a sentence as an example: The pictures are above the - Ss listen to the teacher bookcase. - Divide the class into groups of five. Ask groups to look at the words and the example on the board. - Ss play the game - Give each group a piece of paper. Have . groups make four sentences with the four words and phrases beside, under, above, in front of, then read the sentences aloud to the class. The group that makes correct sentences faster wins. - Say “Open your book page 58” and look - Ss listen and open their books at “Unit 8, Lesson 2 (1,2,3)”. 2. Presentation Activity 1. Vocabulary * Aims: Ss will be able to know the vocabulary in the new lesson. * Procedure: -T elicits the new words - Ss listen and answer + glue stick : keo dán (realia) + crayon : bút sáp màu (realia) + set square : thước e kê (realia) + pencil sharpener : cục gọt bút chì (realia) - - T models (3 times). - Ss listen and repeat
15. + Choral repetition (3 times). - T writes the words on the board. + Individual repetition (3 ss) - Checking: Rub out and remember - Ss take note Activity 2. Look, listen and repeat - Ss look and write * Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about possession * Procedure: - Have Ss look at Pictures a and b and - Look at the pictures and say. identify the characters and what they can + In picture a: see in the pictures. Mai: Excuse me? Is this your + Who is he/ she? crayon? + Where is he/ she? Nam: No, it isn’t. + What are they talking about? + In picture b: Mai: Whose crayon is this? Nam: It’s Linh’s. Mai: Thank you. - Play the audio twice (sentence by - Ss listen and repeat in chorus sentence). Correct their pronunciation (twice) where necessary. - Have Ss to practice the dialogue - Ss work in pairs to practice - T invites a few pairs to the front of the - Ss come to the front of the class to practice. classroom to practice. - T checks pronunciation for ss. - Ss listen Activity 3 Listen, point and say *Aims: Ss will be able to correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession. * Procedure: * Structures: - T asks Ss look at picture b in activity 1 and helps Ss know the structure from the - Ss look at the picture and answer. dialogue. - T introduces new structures for Ss. - T explains, models and gives meaning. -Ss listen
16. - Have Ss repeat the structures - Ss listen and repeat - Ss repeat to the structures A: Whose crayon is this? B: It’s Linh’s. 3. Practice * Drill pictures - Have Ss look at the pictures and elicit - Ss look, listen and repeat the names of characters and their school +Picture a: Mary’s glue stick things. + Picture b: Bill’s crayon + Picture c: Nam’s set square + Picture d: Mai’s pencil sharpener - Have Ss point at pictures, listen and run - Ss point at pictures, listen and through all the pictures. repeat - Have Ss point at the bubbles, listen and - Ss point at the bubbles, listen and run through model sentences. repeat - Have Ss to practise: - Ss practice in chorus + T asks the first picture, Ss answer + Ss asks the second picture, T answers - Ss practice in chorus + Group A asks the third picture, group B answers - Ss work in pairs to practise asking + Group B asks the last picture, group A and answering the question - Ask Ss to work in pairs to practise asking and answering the Whose ____ is this? - - Pairs of Ss point at the pictures and It’s ____. say in front of the class - T controls and corrects. - Invite a few pairs to point at the pictures and say the questions and answers in front of the class. 4. Production: Activity 4. Let’s talk
17. * Aims: Ss will be able to enhance the correct use of What school activity does he/ she like? - He/ she likes to ask and answer questions about school activity in freer contexts. * Procedure: - Ask Ss to look at the pictures and elicit - Ss look at the picture and say the context Minh holding a set square, Mary holding a crayon, Linh holding a pencil sharpener, Bill holding a glue stick. - Point at the first building and elicit the - Ss look at the first building and question in the first speech bubble Is this elicit the missing words in speech your ..? Whose ..is this? and the bubbles and say the completed answer in the second speech as an sentences. example. - Give Ss time to work in pairs and take turns pointing at each picture to ask and - Ss role-play to practise asking and answer using Is this your ..? Whose answering questions ..is this? - Invite a few pairs to come to the front of the classroom and act out the exchanges. - Ss practise asking and answering 5. Fun corner and wrap- up questions in front of the class. Game: Disappear! - Prepare some pictures (glue stick, crayon, set square, pencil sharpener) and word cards. - Ss listen to the teacher - Show the pictures and word cards on the board. Have ss read all the words. - Ss play the game - Disappear one picture and one word card. Have a student come to the board and write the correct word. If he/ she writes it correctly, he/ she will choose the next pair. If he/ she writes it incorrectly, the teacher will show the picture and the - Ss continute to play the game word on the board again.
18. - Praise ss if they write the words correctly. Tuesday, December 3rd 2024 CLASS 1A, 1B, 1C UNIT 7: IN THE GARDEN Lesson 1 + 2 I. OBJECTIVES: - By the end of the lesson, students will be able to: + Remember and say some new words: girl, goat, gate, garden. + Pronounce the sound of the letter: G/g + Say the letter G/g and the words girl, goat, gate, garden. + Listen and identify the words girl, goat, gate, garden + Trace the letter G/g. 1. Knowledge/ Language focus: - Vocabulary: girl, goat, gate, garden. - Sound: /g/ 2. Skills: - Listening and speaking. 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love something in the garden 4. Competences: SS can develop some competences: -Comunicative and collaborative competence: work in pairs/groups, role play: work in pairs/groups, role play: work in pairs/groups, role play -Problem-solving competence: observing, collecting and analyzing information -Self studying and self - control competence: remembering, recalling and guessing words/phrases -Creative competence, linguistic competence: giving ideas, changing information, giving comments, critical thinking. II. TEACHING AIDS / MATERIALS: - Pictures, Textbook, computer, projector, pictures, recording III. PROCEDURE: Teacher’s activities Students’ activities Activity 1. Warm up *Aim:help ss to be eager and happy to begin the new lesson. *Procedure: - Have one group of Ss play the game Slap - SS play game. the board Activity 2. Listen and repeat
19. *Aim: help Ss to pronounce the sound of the letter G/g and remember and say some new words: girl, goat, gate, garden. * Procedure: - Have Ss look at the picture and diescribe it, - Look at the picture and listen. saying Look at the picture and describe it, please! Draw Ss’ attention to the words next to the things/ people/ animal and the colour of the letter G/g. Check comprehension. - Ask Ss to point to the letter G/g, saying - Point, listen and repeat. Point to the letter G/g, please! Have them listen and repeat the sound of the letter G/g, saying Listen and repeat, please! more than once, if necessary. - Tell ss to point to the girl/the word pencil, - Ss listen and repeat. saying Point to the girl/the word “girl”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for Ss to do choral and individual repetition. Correct pronunciation if necessary. - Follow the same procedure with the words - SS listen, point and repeat. goat, gate, garden. Give further support to those Ss who find it difficult to do the task. - SS say in front of the class. - Play the recording again and call a few Ss to say the sound of the letter E/e and the words bell, pen, pencil, red in groups and in front of the class. *Outcome: pronounce the sound of the letter G/g and remember and say some new words: girl, goat, gate, garden. Activity 3. Point and say * Aim: help Ss to practise pronouncing the sound of the letter G/g and remember and say some new words: girl, goat, gate, garden. - Look at the picture and * Procedure: discribe. - Have Ss look at the picture or Poster for Unit 7 again. Ask them to describe the picture. Draw their attention to the letter G/g,
20. the things/girl/animal and the colour of the letter g in the words, if necessary. - Get them to point to the letter G/g and say - Point and say it, saying Point to the letter G/g and say, please! If they pronounced correctly. - Ask Ss to point to the garden and say the word garden as a model, saying Point and say, please! Then ask one pupil to point to the garden and say the word garden in front of the class. Check comprehension. - Follow the same procedure with the - Ss do the task girl/animal/ thing. Go around and correct pronunciation, if necessary. Give further support to those Ss who find it difficult to do the task. - Ask Ss to work in pairs or in groups to -Work in pairs or in groups. point to the girl/things/animal in the picture and say the sound of the letter G/g and the words (garden, gate, girl, goat), saying Point and say, please! Go around to offer help and correct pronunciation, if necessary. - Invite some Ss to point to the picture and - Point and say say the sound of the letter and the words in front of the class - T gets feedback. *Outcome: practise pronouncing the sound of the letter G/g and remember and say some new words: girl, goat, gate, garden. Activity 4. Listen and chant * Aim: help Ss to read the chant with some words: girl, goat, gate, garden. * Procedure: - Have Ss look at the chant in their books - SS look and listen. Draw Ss’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter G/g and the words goat, gate, the phrase A goat and a girl. Check comprehension.